Josh Max was placed in a special needs school for 3 years of his schooling. He was there simply for hyperactivity such as fighting other children, breaking things, and not being able to sit still especially when he was angry or frustrated. He eventually was even taken to the doctor to have his head examined. He viewed his time in special needs schooling, as jail and that he didn’t belong. It lacked the education aspect meaning there was little work happening, no homework, no tests, and no grades. He felt he was wrongly placed there but knew in order to get out he must be on his best behavior. He eventually was placed back in a “regular” school where he was unsure of how he wanted to behavior there. Previously, he had spent an entire year not talking and he almost wanted to continue however, he changed his mind on the first day. He still brought weapons to school just in case but later forgot about them. He didn’t mind his special education background as long as no one knew about it. He felt as if it hurt him because he was way behind the other kids in his studies. When he graduated from high school, he still could not find states such as New Jersey or Connecticut on a map. One day in school he forgot his lunch but feared what the other kids would say and how they would make fun of him. To his surprise, when the other kids found out he was given pieces from other people’s lunches. It brought him to tears and he states it was the “first time I had seen what it was like to be supported and accepted, taken care of rather than yelled at, punished or shunted off, which is how most people react to children who are violent or feral.”
In aggreeance with Josh Max, I cannot affirmatively state how I feel being in a special education system affected him. He was definitely hurt by it with the lack of education he received and how little he knew when he graduated. The special education he received is not properly formatted to accommodate actual special needs children. Special needs children need extra schooling and more thorough lessons instead of the lack of schooling Josh Max received. On the flip side, he stated that when times are good, he is thankful for the years he was “separated from the cookie cutter mob.”
Placed in special ed for unnecessary problems
May have been more of a deficit then a benefit for lack of education in that system
Normal occurrence in a public school was drastically different from what was experienced in his special ed school that it brought him to tears. Treatment / procedures in special ed schools are not beneficial to any child (special need or not)
Liza Long wants nothing more than a normal education for her special needs child. Through all the programs set up to “ help” your special needs child get a proper education, we are actually harming them through segregation. It is likely these kids are called out for a mishap in behavior and the end product is “ either a Section 504 plan, named for that section of the Rehabilitation Act of 1973, or that dreaded Individualized Education Program (IEP), which is essentially a contract with your child’s school to ensure that he or she receives a free and appropriate public education (FAPE) under The Individuals with Disabilities Education Act (IDEA).” Instead of these kids being helped in their normal classroom with the rest of the “neurotypical” children, they are segregated to sometimes even padded isolation rooms through pullout IEP programs. They see this as a benefit to the children because they can get additional dedicated support they require from teaching assistants. What they don’t realize, is by segregating them, they are falling behind in work and will never be able to go to college or sometimes even graduate high school. Where will these kids go? Liza Long’s answer is scary but true; Jail. Most of these children will grow up and be put in the system for behavioral issues and they will wind up on the streets because they can’t hold a job.
How, at all, did the segregation to their IEP’s benefit these children’s education? The point of an education is to be able to function in the world and coexist with everyone else efficiently. Separating these kids from a young age is starting them off with a disadvantage. Public schools are meant to educate everyone effectively and give him or her a chance at a life after school. Why should we separate those who need a little more help and give them less than the others? It may not appear this was to board members who vote on this matter, however that is the outcome of the segregation; harm to the children and their future.
Article 3: A Scenario for Better – Not Separate – Special Education
More than 80% of students can be classified as having a learning disability. These children are often times put in special education programs in public schools where the classroom agenda and structure is “ unreliable.” These classrooms have alternate operating classrooms just for these programs where teachers are categorized to get the appropriate licensing. “ Between the years of 1976 and 1984, the number of U.S. students identified as learning disabled and special education increased 127%.” According to Education Leadership, there are many services and practices that can better serve our students with special needs. One would be educational teams. It is currently shown that students with special needs show the least progress through small groups or one on one teaching as part of a regular class operation. Another would be Effective instructional strategies such as basing a lesson on student achievement need; allowing students to proceed at their own pace; assessing progress frequently, increased responsibility for monitoring and guiding their own learning; and helping their peers to achieving learning goals. Other practices would include, better teacher preparation, providing for student diversity, coordination of government offices and programs, monitoring of students, and child study and classification. Children are using slight mishaps or incidences in school as an excuse and is therefore placed in a learning disabled classroom. Falling under this category is the controversial topic of children with attention deficit disorders.
I feel attention deficit is being way over diagnosed. The common “symptoms” of this disorder consist of a child who “ often fails to finish things he or she starts; often doesn’t seem to listen; has difficulty concentrating on school work; often acts before thinking; and frequently calls out in class.” This sounds like almost all children in school. During adolescence and into high school, it is harder to find children who whole-heartedly enjoy every minute of school and the workload attached to it. Parents are using everyday common battles with their child as an excuse to run to the doctor and see why their child is acting like this. The truth is, they are kids who aren’t perfect, not that they all have attention deficit disorders. Going back to the new practices for special needs classrooms, I think these would beneficial and most of these have already begun to be implemented today seeing as the article was written almost 20 years ago.
Article 4: “ Special Education”
Article 5: “ Special needs programs and schools: a primer”
Programs in public schools are clearly not what they need to be to accommodate for our special needs children. After parents are made away of their child’s learning problem, it turns the entire world around when this shouldn’t be if schools were prepared properly. Discovery of a learning impairment causes many parents to go on an extensive school search in their district, into another district, and sometimes even across state lines. In extreme cases, after parents have hired an education consultant to find a good school, the parents may hire a lawyer to sue the district that didn’t have what they needed so they have to send their child to private school, for the tuition money. This wouldn’t need to happen if our public schools were as properly equip with teachers and strategies for special education in public schools as they claim to be. The children defined by a 504 or IEP program and spend almost if not all of the day separated from the non-disabled students. They are separate because of learning or behavioral issues and may be there for the duration of their school years. In other senses, public school may not be able to provide efficiently for your kid therefore we move to a special needs school. Each child receives an education team, set up by law, which includes the child’s parents, teachers, and other specialists. The law also mandates that all education must take place in the “least restrictive environment” which is assumed to be in the regular classroom. I’m baffled by the idea that parents have to sue districts because a public school, who should be ready for the entire public including our special needs people, doesn’t have necessary elements. Its also shocking that this happens enough that it is actually recognized as an outcome to a diagnosis. When it comes to special needs schools, I think if handled and set up rights, they can be an excellent resource for the more complex special needs cases. People who are not qualified are running these types of programs with no knowledge of the actual damage they are doing to these kids therefore they are lacking what they need in every sense.
Overall Reaction to Your Research
From all my research, I have come to the conclusion that each special needs education program must be evaluated individually to asses its own best interests. Some programs being run in public schools are functioning well and benefitting the children. However, some are a major deficit to the children's learning. Those which are pulling the children away from their peers for most of the day and segregating them to their own rooms are only hurting them. They need to be with everyone else and they will be able to function better. They need aids in the regular classroom to assist them, not teach them a different lesson plan in the corner. These children must be watched out for and seen as a priority which is not happening in many public schools. We also have the flip side that some of these special schools are not properly certified for the lessons they are to teach. The children also miss out on a proper education here as well.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
I think we can better evaluate the programs set in place in Rhode Island schools now and make adjustments to better the children. This may involve revamping entire programs or simply certifying more staff.
Article 1: “ A Special Education”
http://www.nytimes.com/2015/09/27/opinion/sunday/a-special-education.html?_r=0
Max, J. (2015, September 26). A Special Education. Retrieved November 20, 2015, from http://www.nytimes.com/2015/09/27/opinion/sunday/a-special-education.html?_r=0
Josh Max was placed in a special needs school for 3 years of his schooling. He was there simply for hyperactivity such as fighting other children, breaking things, and not being able to sit still especially when he was angry or frustrated. He eventually was even taken to the doctor to have his head examined. He viewed his time in special needs schooling, as jail and that he didn’t belong. It lacked the education aspect meaning there was little work happening, no homework, no tests, and no grades. He felt he was wrongly placed there but knew in order to get out he must be on his best behavior. He eventually was placed back in a “regular” school where he was unsure of how he wanted to behavior there. Previously, he had spent an entire year not talking and he almost wanted to continue however, he changed his mind on the first day. He still brought weapons to school just in case but later forgot about them. He didn’t mind his special education background as long as no one knew about it. He felt as if it hurt him because he was way behind the other kids in his studies. When he graduated from high school, he still could not find states such as New Jersey or Connecticut on a map. One day in school he forgot his lunch but feared what the other kids would say and how they would make fun of him. To his surprise, when the other kids found out he was given pieces from other people’s lunches. It brought him to tears and he states it was the “first time I had seen what it was like to be supported and accepted, taken care of rather than yelled at, punished or shunted off, which is how most people react to children who are violent or feral.”
In aggreeance with Josh Max, I cannot affirmatively state how I feel being in a special education system affected him. He was definitely hurt by it with the lack of education he received and how little he knew when he graduated. The special education he received is not properly formatted to accommodate actual special needs children. Special needs children need extra schooling and more thorough lessons instead of the lack of schooling Josh Max received. On the flip side, he stated that when times are good, he is thankful for the years he was “separated from the cookie cutter mob.”
Article 2:
http://time.com/3257982/special-needs-children-education/
Long, L. (n.d.). Don't Segregate My Special Needs Child. Retrieved November 20, 2015, from http://time.com/3257982/special-needs-children-education/
Liza Long wants nothing more than a normal education for her special needs child. Through all the programs set up to “ help” your special needs child get a proper education, we are actually harming them through segregation. It is likely these kids are called out for a mishap in behavior and the end product is “ either a Section 504 plan, named for that section of the Rehabilitation Act of 1973, or that dreaded Individualized Education Program (IEP), which is essentially a contract with your child’s school to ensure that he or she receives a free and appropriate public education (FAPE) under The Individuals with Disabilities Education Act (IDEA).” Instead of these kids being helped in their normal classroom with the rest of the “neurotypical” children, they are segregated to sometimes even padded isolation rooms through pullout IEP programs. They see this as a benefit to the children because they can get additional dedicated support they require from teaching assistants. What they don’t realize, is by segregating them, they are falling behind in work and will never be able to go to college or sometimes even graduate high school. Where will these kids go? Liza Long’s answer is scary but true; Jail. Most of these children will grow up and be put in the system for behavioral issues and they will wind up on the streets because they can’t hold a job.
How, at all, did the segregation to their IEP’s benefit these children’s education? The point of an education is to be able to function in the world and coexist with everyone else efficiently. Separating these kids from a young age is starting them off with a disadvantage. Public schools are meant to educate everyone effectively and give him or her a chance at a life after school. Why should we separate those who need a little more help and give them less than the others? It may not appear this was to board members who vote on this matter, however that is the outcome of the segregation; harm to the children and their future.
Article 3: A Scenario for Better – Not Separate – Special Education
http://www.ascd.org/publications/educational-leadership/oct92/vol50/num02/A-Scenario-for-Better—Not-Separate—Special-Education.aspx
Wang, M., Walberg, H., & Reynolds, M. (n.d.). Membership. Retrieved November 22, 2015, from http://www.ascd.org/publications/educational-leadership/oct92/vol50/num02/A-Scenario-for-Better—Not-Separate—Special-Education.aspx
More than 80% of students can be classified as having a learning disability. These children are often times put in special education programs in public schools where the classroom agenda and structure is “ unreliable.” These classrooms have alternate operating classrooms just for these programs where teachers are categorized to get the appropriate licensing. “ Between the years of 1976 and 1984, the number of U.S. students identified as learning disabled and special education increased 127%.” According to Education Leadership, there are many services and practices that can better serve our students with special needs. One would be educational teams. It is currently shown that students with special needs show the least progress through small groups or one on one teaching as part of a regular class operation. Another would be Effective instructional strategies such as basing a lesson on student achievement need; allowing students to proceed at their own pace; assessing progress frequently, increased responsibility for monitoring and guiding their own learning; and helping their peers to achieving learning goals. Other practices would include, better teacher preparation, providing for student diversity, coordination of government offices and programs, monitoring of students, and child study and classification. Children are using slight mishaps or incidences in school as an excuse and is therefore placed in a learning disabled classroom. Falling under this category is the controversial topic of children with attention deficit disorders.
I feel attention deficit is being way over diagnosed. The common “symptoms” of this disorder consist of a child who “ often fails to finish things he or she starts; often doesn’t seem to listen; has difficulty concentrating on school work; often acts before thinking; and frequently calls out in class.” This sounds like almost all children in school. During adolescence and into high school, it is harder to find children who whole-heartedly enjoy every minute of school and the workload attached to it. Parents are using everyday common battles with their child as an excuse to run to the doctor and see why their child is acting like this. The truth is, they are kids who aren’t perfect, not that they all have attention deficit disorders. Going back to the new practices for special needs classrooms, I think these would beneficial and most of these have already begun to be implemented today seeing as the article was written almost 20 years ago.
Article 4: “ Special Education”
Article 5: “ Special needs programs and schools: a primer”
http://www.greatschools.org/gk/articles/special-education-special-needs-learning-disabilities/
Dwight, V. (n.d.). Special needs programs and schools: A primer | GreatKids. Retrieved November 24, 2015, from http://www.greatschools.org/gk/articles/special-education-special-needs-learning-disabilities/
Programs in public schools are clearly not what they need to be to accommodate for our special needs children. After parents are made away of their child’s learning problem, it turns the entire world around when this shouldn’t be if schools were prepared properly. Discovery of a learning impairment causes many parents to go on an extensive school search in their district, into another district, and sometimes even across state lines. In extreme cases, after parents have hired an education consultant to find a good school, the parents may hire a lawyer to sue the district that didn’t have what they needed so they have to send their child to private school, for the tuition money. This wouldn’t need to happen if our public schools were as properly equip with teachers and strategies for special education in public schools as they claim to be. The children defined by a 504 or IEP program and spend almost if not all of the day separated from the non-disabled students. They are separate because of learning or behavioral issues and may be there for the duration of their school years. In other senses, public school may not be able to provide efficiently for your kid therefore we move to a special needs school. Each child receives an education team, set up by law, which includes the child’s parents, teachers, and other specialists. The law also mandates that all education must take place in the “least restrictive environment” which is assumed to be in the regular classroom.
I’m baffled by the idea that parents have to sue districts because a public school, who should be ready for the entire public including our special needs people, doesn’t have necessary elements. Its also shocking that this happens enough that it is actually recognized as an outcome to a diagnosis. When it comes to special needs schools, I think if handled and set up rights, they can be an excellent resource for the more complex special needs cases. People who are not qualified are running these types of programs with no knowledge of the actual damage they are doing to these kids therefore they are lacking what they need in every sense.
Overall Reaction to Your Research
From all my research, I have come to the conclusion that each special needs education program must be evaluated individually to asses its own best interests. Some programs being run in public schools are functioning well and benefitting the children. However, some are a major deficit to the children's learning. Those which are pulling the children away from their peers for most of the day and segregating them to their own rooms are only hurting them. They need to be with everyone else and they will be able to function better. They need aids in the regular classroom to assist them, not teach them a different lesson plan in the corner. These children must be watched out for and seen as a priority which is not happening in many public schools. We also have the flip side that some of these special schools are not properly certified for the lessons they are to teach. The children also miss out on a proper education here as well.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
I think we can better evaluate the programs set in place in Rhode Island schools now and make adjustments to better the children. This may involve revamping entire programs or simply certifying more staff.